1. 1 TALIS 2013 Results An international perspective on teaching and learning Katarzyna Kubacka, PhD Analyst, OECD

2. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 22 TALIS in Brief …representing more than 4 million teachers in 34 countries… Over 100 thousand randomly selected lower secondary teachers and their school leaders from over 6500 schools …took an internationally-agreed survey about the working conditions and learning environments in their schools… …responding to questions about their background, their teaching practices, support and development, their relationships with colleagues and students and the leadership in their schools

3. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 33 Participating countries *Note: TALIS only runs in a sub-national entity of the following countries: Belgium (Flemish Community), Canada (Alberta), United Arab Emirates (Abu Dhabi) and United Kingdom (England). This map is for illustrative purposes and is without prejudice to the status of or sovereignty over any territory covered by this map. TALIS 2008 & 2013

4. Developing Teaching as a profession Recruit top candidates into the profession Support teachers in continued development of practice Retain and recognise effective teachers – path for growth Improve the societal view of teaching as a profession Mean mathematics performance, by school location, after acc ounting for socio-economic status 44 TALIS seeks to help with …

5. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 55 TALIS in Brief Across TALIS countries, the average teacher is: Female (32% male teachers across, on ave rage) 38 years old Spends 38 hours per week working Teaches in a class with 24 students Has 16 years of teaching experience

6. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 66 Most teachers value 21 st century pedagogies… Percentage of lower secondary teachers who "agree" or "strongly agree" that:

7. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 7 7 …but teaching practices do not always reflect that Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

8. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 88 Teachers' perceptions of the value of teaching Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society

9. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 9 9 TALIS in Brief Across TALIS countries, Few countries attract the most experienced teachers… …to the most challenging schools.

10. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 10 Distribution of experienced teachers in more and less challenging schools Schools with more than 30% of students from socioeconomically disadvantaged homes Difference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not Higher proportion of experienced teachers in challenging schools Higher proportion of experienced teachers in schools that are less challenging

11. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 11 Drivers of self-efficacy and job satisfaction The more frequently that teachers report participating in collaborative practices with their colleagues, the higher their level of self-efficacy. The same is true for job satisfaction.

12. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 12 Drivers of self-efficacy and job satisfaction But the more teachers report that appraisal and feedback are largely done to fulfil administrative requirements, the lower their level of self-efficacy. The same is true for job satisfaction.

13. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 13 Key Messages Schools where teachers feel more effective and are more sat isfied with their jobs Teachers play an important r ole in the deve lopment of the school Meaningful appr aisals and feedb ack are provided to teachers Collaborative sc hool environmen t

14. Next cycle of the survey in 2018 Currently gathering expressions of interest from countries – Deadline: Dec 2014 14 TALIS 2018

15. THANK YOU! Find out more at: www.oecd.org/talis Email: Katarzyna.Kubacka@oecd.org Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 15 TALIS resources